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Nathaniel Eaton - Coggle Diagram
Nathaniel Eaton
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I would like to say that Yog to some capacity is a religion. Standardly religion is a set of beliefs, traditions and practices that have a spiritual impact or basis. Just like practicing a religion Yoga takes place in special places whether that be in a class at a studio or on the floor on a mat in an office. People who practice Yoga also believe that they are one their bodies and that this benefits them mentally and physically much like those who are in religious practice. Now Yoga may not be to the scale of which religion is, I don't think it would be wrong to consider yoga a religion.
Why am I here? When I'm asked this question, it makes me think about many things. For example... what purpose am I serving walking around on this Earth? On one hand I don't believe I am here to serve some greater purpose like preach the beliefs of a religion or create a movement or something drastic like that. I believe I'm supposed to live a long prosperous life, make those around me happy and work towards my goals. I do want to make the lives of animals better by pursing being a veterinarian but by no means do I plan on being a person who is talked about in the history books.
What is the meaning of life? I think this question can be answered in many different ways in which all are drastically different from each other. The meaning of Life can be as simple as living happy and dying with no regrets, you can also live by serving a greater purpose/higher being. You can follow in the footsteps of your ancestors and continue with your culture and traditions or be someone of large importance. I think for myself I believe the meaning to be a combination of many things. I think we are all born for a reason and your influence does not mean it has to be this huge historical thing, it can be very simple and grounded. But at the core of life there is meaning to everything and through time while we are here, we slowly get closer to knowing what exactly we should be doing or what makes us want to keep pushing.
Berkley Professor explains that everyone has a theory/assumption on what gender is/should be. She says she is less concerned on who is right or wrong but rather is concerned on the assault on gender because it is assault on democracy. Her work has been translated in 27 different languages. Believes what is your gender is an open-ended question. Sex to her belief and study is assigned at birth but gender you do have a say in this. -Berkley professor explains...
Chapter 5, This chapter begins by saying how embedded sexism has become in day-to-day life that most people fail to even notice it happening. They then go into how women fought for access to education from the colonial era to break throughs like title XI. Within schools, both boys and girls would experience levels of harassment, bullying and other forms of educational discrimination. There have been many achievements since the beginning of these discriminations to women, people of color and LGBTQ community but even to this day discrimination and hatred have still poisoned society
Chapter 6, going into this chapter it really focuses on how men's experiences has truly been centered around certain expectations and how feminist scholars have worked to correct this. Identity is the basis of social knowledge, Overall, this chapter tries to convey the need of inclusivity in curriculum to enable students to be prepared for adversity in the real world
Chapter 7. The message for this chapter is shedding light on the importance of LGBTQ studies and its importance in multicultural teaching and practice when it is often ignored. The Goal is to show that challenging assumptions about sexuality and gender is the only way to acquire an equitable education.
Chapter 8, This continues on the understanding that schools still continue to have a centered based curriculum and focus mainly on white European history while keeping out people of color and other cultural aspects. It goes over how this gains a false sense of superiority and in return give students a false representation of education.
Chapter 11; re-structuring how school's curriculum is running is heavy material within this chapter. They go on the belief that in order to have a truly civic education they must serve both no citizens and citizens.